Items where Author is "Demissie, Fufy"

DEMISSIE, Fufy and DOXEY, Cara (2020). Trainee teachers' experiences of using picture books with the Philosophy for Children (P4C) pedagogy. English, four to eleven.

DEMISSIE, Fufy (2020). The Philosophy for Children pedagogy in a university-based initial teacher training course: a case study of a 'disruptive' pedagogy. Forum for Promoting 3-19 Comprehensive Education, 62 (1), 69-78.

POVEY, Hilary, ADAMS, Gill, DEMISSIE, Fufy and CHRONAKI, Anna (2019). Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas. Proceedings of the Tenth International Mathematics Education and Society Conference.

CHRONAKI, Anna, ADAMS, Gill, ANDRADE, Melissa, BRUNO, Gustavo, DEMISSIE, Fufy, MARCONE, Renato, PARA, Aldo, POVEY, Hilary, SWANSON, Dalene, VALERO, Paola and YOLCU, Ayse (2019). Unfolding global/local policies, practices and/or hybrids in mathematics education worldwide: utopias, pleasures, pressures and conflicts. Proceedings of the Tenth International Mathematics Education and Society Conference.

DEMISSIE, Fufy (2016). ‘Student teachers' perceptions of seminar learning contexts in ITE (initial teacher education). TEAN (Teacher Education Action Network), 8 (1), 46-55.

DEMISSIE, Fufy (2015). Promoting student teachers' reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40 (12), 1-13.

DEMISSIE, Fufy (2012). Investigating students’ perspectives of learning and participating in seminars using a Bourdieuian perspective. Student Engagement and Experience Journal, 1 (1), 1-9.

DEMISSIE, Fufy and FLEMING, Katarzyna (2024). Afterword. In: FLEMING, Katarzyna and DEMISSIE, Fufy, (eds.) Nurturing ‘Difficult Conversations’ in Education: empowerment, agency and social justice in the UK. Bloomsbury Critical Education . Bloomsbury.

DEMISSIE, Fufy (2024). Using a community of philosophical inquiry approach to explore race and inequality in higher education contexts. In: FLEMING, Katarzyna and DEMISSIE, Fufy, (eds.) Nurturing ‘Difficult Conversations’ in Education: empowerment, agency and social justice in the UK. Bloomsbury Critical Education . Bloomsbury.

DEMISSIE, Fufy and FLEMING, Katarzyna (2024). Why difficult conversations matter - In search for transformation and personal growth. In: FLEMING, Katarzyna and DEMISSIE, Fufy, (eds.) Nurturing ‘Difficult Conversations’ in Education: empowerment, agency and social justice in the UK. Bloomsbury Critical Education . Bloomsbury.

DEMISSIE, Fufy (2024). Citizenship education in higher education: the potential of a philosophical approach to fostering citizenship. In: FROSTENZER, Joshua, DEMISSIE, Fufy and BOONTINAND, Vachararutai, (eds.) The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education Global Perspectives on Talking Democracy into Action. Routledge Research in Character and Virtue Education . Routledge.

FROSTENZER, Joshua, DEMISSIE, Fufy and BONNTINAND, Vachararutai (2024). Introduction to the pedagogy of the community of philosophical enquiry as citizenship education. In: FROSTENZER, Joshua, DEMISSIE, Fufy and BOONTINAND, Vachararutai, (eds.) The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education Global Perspectives on Talking Democracy into Action. Routledge Research in Character and Virtue Education . Routledge.

ADAMS, Gillian, POVEY, Hilary and DEMISSIE, Fufy (2024). Working with primary teachers in England on mathematics teaching for citizenship: critical and philosophical approaches. In: CHRONAKI, Anna and YOLCU, Ayse, (eds.) Mathematics Education for ‘citizenship’ and its ‘other’ in a ‘global’ world: Critical issues on mathematics curricula, globalization and local practices. Routledge.

DEMISSIE, Fufy, BURNETT, Cathy, HAYNES, Mary and SHARPE, Sheila (2009). Now I feel like I am at university”: using a community of enquiry approach to promote engagement and academic literacy amongst undergraduate students'. In: MOORE, Ivan, ELVING-HWANG, Jo, GARNETT, Kirstie and CORKER, Chris, (eds.) Case studies : volume 1. Sheffield Hallam University, Centre for Promoting Learner Autonomy, 69-79.

BYRNE, Eleanor, DEMISSIE, Fufy, PARKIN, Rachel and PEARSE, Sally (2023). Transformative impact: parental perceptions of early access to nursery provision. Sheffield Hallam University and Save the Children.